The Effects of Shared Storybook Reading on Word Learning: A Meta-Analysis

Zoe M. Flack, Andy Field, Jessica Horst

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNpeer-review


Although a rich literature documents pre-literate children’s word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 37 studies with 2,256 children, reflecting 104 effect sizes, investigating how the number of target words, tokens, story repetitions, reading styles and related factors moderate children’s word comprehension. Dialogic reading styles, tokens, the number of words tested and story repetition all moderated word learning effects. Children’s age, who read, number of target words and time between story and test were not moderators. These results provide information to guide researchers and educators alike to the factors with the greatest impact on improving word learning from shared storybook reading.
Original languageEnglish
Title of host publicationProceedings of the 39th Annual Meeting of the Cognitive Science Society
PublisherCognitive Science Society
Number of pages1
ISBN (Electronic)9780991196760
ISBN (Print)9781510846616
Publication statusPublished - 26 Jul 2017
Event39th Annual Meeting of the Cognitive Science Society: Computational Foundations of Cognition - London, United Kingdom
Duration: 26 Jul 201729 Jul 2017
Conference number: 39


Conference39th Annual Meeting of the Cognitive Science Society
Abbreviated titleCogSci 2017
Country/TerritoryUnited Kingdom
Internet address


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